MYP Unit Planners-Examples For Workshop Use (non-official)
MYP unit planners-Examples for workshop use (non-official)Note: these samples were produced during the MYP workshop leader training.Some comments have been embedded but they are intended as food for thought only.MYP Unit planner review draft 23/10/2012
EXAMPLE 1-MYP unit plannerTeacher(s)Unit titleThe Industrial RevolutionSubject and disciplineIndividuals and Societies – HistoryMYP year3Unit duration (hrs)20Stage 1 – Establishing the purpose of the unitKey conceptRelated concept(s)ChangeCausality (cause/consequence)ContextAn inquiry into scientific and technical tiveStatement of inquiryEconomic changes always have an impact on the way of life of different social groups and their mutual interactions.Inquiry questionsFactual - How has technology changed the way in which we produce our goods?Conceptual - How does industrialization introduce changes in a social structure?Debatable - Does change mean progress for everybody?Summative assessmentMYP Unit planner review draft 23/10/2012Comment [GGV1]: Of course this depends onthe unit but I try to warn against using so manyrelated concepts. Though many could be relevanttry to be selective as to which are the mostpertinent.
Objectives:A - Knowing and understanding.I.Use individuals and societies terminology in context.II.Demonstrate knowledge and understanding of subjectspecific content and concepts, appropriate to the agelevel, using descriptions, explanations and examples.I.C - CommunicatingI.Communicate information and ideas using anappropriate style for the audience and purpose.II.Structure information and ideas in a way that isappropriate to the specified format.D - Thinking criticallyI.Analyse concepts, events, issues, models and/orarguments.II.Analyse and evaluate a range of sources in terms oforigin and purpose, recognizing values and limitations.III.Recognize different perspectives and their implications.IV.Make connections between information to make valid,well-supported arguments.Approaches to learning (ATL)MYP Unit planner review draft 23/10/2012Outlinetask(s):ofsummative1. ESSAY WRITING:assessment Relationshipbetweensummativeassessment task(s) and statement ofinquiry:The statement of enquiry has been written Causative essay: Why did the revolutionin the consideration of the closestart in Britain?connections between economic and social2. UNIT TEST: questions on content structures in moments of historical change.and concepts addressed in class andEach of the assessment instances is aimedsource evaluation letter writingat stimulating reflection on different3. INTERDISCIPLINARY SUB-UNIT WITH aspects of the economic and social processARTS AND LANGUAGE: the students commonly known as the Industrialwill work on a shape poem using Revolution.the techniques of a calligram, whichBy analysing the different types of causeswill allow the students to combinethat made it possible and extensivelytechniques of historical explorationexploringinnovationsasregardsand artistic reflection.production systems and the activities and4. ESSAY WRITING:living conditions of both specific groups and Argumentative essay: Were the the British population at large, the studentseffects of the Industrial Revolution will gain insight into the complexity andoriginality that made the Industrialpositive?Revolution such an important moment inthe definition of the structures anddynamics of the contemporary world.
IB ATL categoryMYP ATL clusterSpecific ATL skillLearning experiencesCommunicationCommunicationUse appropriate forms of writing fordifferent purposes and audiences.Students will write two essays aboutthe causes and consequences of theIndustrial Revolution. They will alsowrite a letter as if they were a childliving at that time. They will work ona poem and a Calligram to express acertain perspective of life during thetime of the Industrial Revolution.Self managementOrganization skillsPlan short and long-termassignments to meet deadlines.The plan of the essays will be givenas homework, subject to a deadline.Manage and resolve conflict and workcollaboratively in teamsListen actively to other perspectivesand ideasEncourage others to contributeStudents will work in groups tocomply with the IDU (calligram)ResearchInformation literacyCollect, record and verify dataAccess information to beinformed and inform othersMake connections between varioussources of information.ThinkingCritical thinkingDraw reasonable conclusionsConsider ideas from multipleperspectives.MYP Unit planner review draft 23/10/2012Students will need to collectinformation on how differentgroups of people were affected bythe Industrial Revolution, to be ableto write the poem and draw thecalligram.Students will draw conclusions whilewriting their essaysThe students will have to consider theperspective of all the social groups atthe time of the Revolution beforechoosing which one to work on
ThinkingTransferCreativity and innovationCreate original works and ideasTransferUtilize effective learning strategies insubject groups and disciplinesInquire in different contexts to gain adifferent perspectiveMake connections between subjectgroups and disciplinesThe students will have to show theperspective of a certain social groupthrough a calligramThe students will have to relate whatthey learned in History, Arts andLanguage and Literature to make theCalligram.Stage 2 –Planning for teaching and learning through inquiryContentLearning processThe difference between reforms and revolutions.Learning experiences and teaching strategiesThe different kinds of revolutions.Special classes based on the implementation of digital tools including Active Inspireflipcharts, PowerPoint presentations and different types of digital media to introduce andwork on the different aspects of the Industrial Revolution.The invention of the steam engine by Watts.The invention of other machines. How coal, iron and steel alsofostered British industrialization.The similarities and differences between the Domestic and theFactory Systems.The improvement of transport, trade and communications with theuse of trains.People moving into cities looking for a job. Unhealthy livingconditions in the cities: slums.Hard working conditions.MYP Unit planner review draft 23/10/2012Student-made comparative charts are used as platforms to understand and discussdifferent aspects of the replacement of the open-field system with the four-course rotationin agriculture, and the transition from the domestic to the factory system in industry.Group discussions involving issues of the time of the Industrial Revolution which are stillcontroversial in today’s global economy. Work will be guided by questions such as ‘Shouldchildren work to help their families when needed?’, ‘How many hours a day should a manor a woman work?’ and ‘What were the positive and the negative consequences of theBritish Industrialization?’Formative assessmentClass discussion: differences between reforms and revolutions; the different kinds ofrevolutions and examples of them; inventions and their impact; the invention of the steam
Child labour and its consequences.Attempts of stating new labour laws. Industrialization spreads toother countries.engine; the causes of the Industrial Revolution; why it started in Britain; why the inventionof the train was so important, what it was used for.Comparative chart: domestic and factory system/ open-fields and enclosures.Group discussion: should children work to help their families when needed? How manyhours a day should a man or a woman work?Terminology: Revolution, Reform, Industry, Agriculture, Production,Society, Technology, Demand, Colony, Market, Investment, Risk,Economic Liberalism, Social Classes, Open-field System, EnclosureSystem, Domestic System, Factory System, Living Conditions, WorkingConditions, Power source, Government Acts.Source work: analysis of reports made on adults and children working in factories at thebeginning of Industrialization.Plans for essay writing: Why did the Industrial Revolution start in England? Were the effects of the Industrial Revolution positive?Class reflection: What were the positive and the negative consequences of the BritishIndustrialization?The students will have access to the History Blog: www.historylevel3.blogspot.comDifferentiationThe interdisciplinary sub-unit with Language and Arts enables students to practice sourceanalysis skills while exploring differentiated questions and interests through theconsideration of literary and artistic media.The students will be assigned different kind of tasks to respect the diverse learning styles:class debates, use of technological devices, the creation of comparative charts, essaywriting, letter writing (test) . . .For certain tasks, the teacher will put together one-off groups to strengthen cooperationand communication between students who do not usually work together.Each student will be expected to craft his/her own essay plan.ResourcesMYP Unit planner review draft 23/10/2012
-Child, J; Hodge, T; Shuter, P; Taylor, D. (1991). Understanding History 2. London: Heinemann.-Walsh, B. (2002). History in Focus: Essential Modern World History. London: John co.ukStage 3 – Reflecting and evaluatingPrior to teaching the unitDuring teachingAfter teaching the unitWe believe the students will find this unit interestingafter asking them to look for things in the classroomthat do not come from a factory.We are giving the students a unit test as part of thesummative assessment. This will allow us to check thelevel attained by the students, the effectiveness of ourteaching and those skills and/or concepts we will haveto work harder on. We also expect to gain informationon how the students can apply their Language skillsthrough formative tasks and finally through theinterdisciplinary activity. Through a self-evaluation wepresent the students with at the end of the unit, theirreflections will allow us to review our teachingstrategies, level of material selected, the contents thestudents find really meaningful, what the students findeasier and/or more difficult, and to do remedial workin order to correct general errors. This can be veryhelpful to revise the plan we worked out for thefollowing unit: confirming some of the strategies andlearning experiences or adapting them to suit students’needs and interests.We need to improve the IDU on Calligrams. Moreinteraction amongst teachers is needed.In line with the IB Learner Profile, in this unit of workthe students will strive to be:Inquirers: by promoting questions and enthusiasm forlearning; by promoting structured inquiry on specificissues.Knowledgeable: by acquiring knowledge andunderstanding of concepts and ideas relevant to thetopic.Thinkers: by being critical about the topic and solvingproblems related to the issues discussed in class.Communicators: by expressing ideas clearly and indifferent ways and working effectively in collaborationwith others.Open-minded: by respecting and valuing differentpoints of view about the issues discussed in class andbeing balanced in their opinions.Reflective: by assessing their own performance in thecourse of the unit.MYP Unit planner review draft 23/10/2012
Example 2-MYP unit plannerTeacher(s)Subject group and discipline Individuals and Societies: HistoryUnit title INDUSTRIAL REVOLUTIONMYP year 4Unit duration (hrs) 5 w /25Establishing the purpose of the unitKey conceptRelated concept(s)Global contextCHANGEINNOVATION AND REVOLUTIONFairness and developmentStatement of inquiryRevolutionary scientific change could be seen as blessing or a curse, depending on the social group one belongsInquiry questionsFactual – What are the reasons that enabled Britain to be a cradle of the Industrial Revolution?Conceptual – In what ways can change bring the positive and negative impact to societies?Debatable – Technology is more Blessing than a Curse? – (then but now, in the 21st century as well)ObjectivesA: Knowing and understandingdemonstrate knowledge and understanding of subjectspecific content and concepts throughdeveloped descriptions, explanations and examplesMYP Unit planner review draft 23/10/2012Summative assessmentOutline of summative assessment task(s) includingassessment criteria:Relationship between summative assessmenttask(s) and statement of inquiry:Debate:Industrial Revolution as a turning point in history Students will demonstrate understanding of thebrought such positive changes to the societies, positive and negative consequences thatComment [GGV2]: Interesting unit whichcompliments the previous one quite nicely. In thiscase “perspective” might also be a useful relatedconcept to explore.
C: Thinking critically-Analyse issues-Interpret different perspectives and theirimplications-Synthesize information to make validargumentsD: Communicating (formative assessment)that a number of lost lives or invalid workers Industrial Revolution brought to their society,without any protection was just a collateral living and working conditions, as well of the newdamage.way of thinking by social classes.Debate steps:1. Preparation for the debateTask (Summative)2. In-class debate (Formative)Approaches to learning (ATL)-Demonstrate effective use of analysis, evaluation and synthesis of gathered information and evidence-Debate: Communicate in a clear, concise and effective manner that is both logical and persuasive; express opinions through logical argumentationPlanning for teaching and learning through inquiryContentLearning processLearning experiences and teaching strategiesFormative assessmentMYP Unit planner review draft 23/10/2012Comment [GGV3]: It s important to point outwhat skill organizer and cluster one will be exploringand it s always a good idea to begin by looking atout subject-group objectives.
DifferentiationEAL students and other students with learning needs, would be given resources easier to read, and more guidancefrom the teacher and peer help. Their summative task would allow for more simplistic language expression,supported by the power point presentation.ResourcesReflecting and evaluatingPrior to teaching the unitOpportunity for service as action in this unitGrade 9 (MYP 4) students who moved now to theHigh school, and can help practicing / teaching somedebate skills to the MYP 1-3 (grades 6 – 8) - studentsinvolved in the speech & debate after-schoolactivities.MYP Unit planner review draft 23/10/2012During teachingAfter teaching the unit
Example 3-MYP unit plannerTeacher(s)Subject group and discipline Humanities 8Unit title What is your idea?MYP year 3Unit duration (hrs) 24Establishing the purpose of the unitKey conceptRelated concept(s)Global contextRelationshipsPerspective and IdeologyOrientation in Time and SpaceStatement of inquiryRelationships are impacted by perspective and ideology.Inquiry questionsFactual – Define two ideologies (e.g. political, economic)Conceptual – Is it possible to be objective?Debatable –Is bias/perspective ok?ObjectivesTask 1:Criterion A: Knowing and UnderstandingObjectives i, iiCriterion B: InvestigatingObjectives i, ii, iii, ivSummative assessmentOutline of summative assessment task(s) includingassessment criteria:Criterion A: Knowing and UnderstandingCriterion B: InvestigatingCriterion C: Thinking CriticallyCriterion D: CommunicatingMYP Unit planner review draft 23/10/2012Relationship between summative assessmenttask(s) and statement of inquiry:Political cartoons can be used as a tool todefine/explore relationships, to show perspective,and reference ideologies.Comment [GGV4]: Wow! I haven t seen thetask sheet so it is difficult to make any judgmentsbut it seems like assessing all criterion and almost allstrands will make focused assessment difficult andmake it quite demanding on the part of students.Remember that each strand must be assessed twicein the year but in a given unit or task you might wishto focus on specific aspects.
Criterion C: Communicatingi. ii. iiiTask 1:Criterion D: Thinking Criticallyi, ii, iii, ivTask 2:Criterion A: Knowing and UnderstandingObjectives i iiCriterion D: Thinking Criticallyi, iii, ivFind a political cartoon that shows a relationship anddemonstrates bias(an unfair prejudice in favor of oragainst one thing over another). Then, complete the Big6 research guide to demonstrate your findings. Finally,complete a synthesis in class to show your analysis ofthe cartoon.Task 2:Throughout the unit complete the research guideabout the Cold War to demonstrate your knowledge andunderstanding of the unit.2. Answer the following question in class;Some historians argue that the Cold War began becauseof Soviet aggression followed by American containmentpolicies. Other historians say that it was America whowasaggressive and the Soviets who reacted to protecttheir interests. So Who is to Blamefor the Cold War? Prove one of these theories usingthree specific examples from our studies.Answer the question in one of the following forms: Paragraph response Bullet points Table Mind MapApproaches to learning (ATL)Transfer: Make connections between subject groups and disciplines.Students will be able to analyse images in other subject areas using techniques learned in this unit.MYP Unit planner review draft 23/10/2012Comment [GGV5]: Interesting, what is thisabout?
Planning for teaching and learning through inquiryContentThe student will be able to identify the similaritiesand differences of capitalism and communism.The student will be able to identify the politicaland economic goals of the US/USSR after WorldWar 2.The student will be able to identify key politicalfigures during the Cold War.The student will be able to identify propaganda.The student will be able to discuss symbolismand its connection to the Cold War.The student will be able to identify specificterms/theories from the Cold War including, butnot limited toM.A.D. and Domino.The student will be able to discuss how the mediainfluences the people.The student will be able to make connectionsbetween different political leaders over place andtime.The student will identify artistic techniques usedin completing political cartoons.The student will analyse different politicalcartoons before creating their own politicalcartoon.Learning processLearning experiences and teaching strategies Students will receive a rubric and oral explanation of the summative tasks.They will also be able to look at examples of work from previous years and be given modern dayexamples that personify a similar relationship between the US and USSR during the Cold War. The question of the summative task will directly allow students to answer the unit question. Students will be given class time to brainstorm ideas and research. This will allow the teacher to checkthat students are on the right track. Students will complete a specific lesson where they identify theartistic techniques used to analyse a political cartoon in preparation of creating their own cartoon. Bloom’s taxonomy: Analyse, Evaluate & comprehend. Students are comparing and establishing links with the past (ATL-Transfer and Critical Thinking).Students to compare a relationship between the US/USSR during the Cold War with another relationshippast or present (orientation time and space)Formative assessmentJournal Questions throughout the unit on a variety of topics (e.g. Korea, Vietnam, China/Mao, RussianRevolution) to prepare for completing the synthesis.Vocabulary sheets to identify key terms/vocabulary/people throughout the unit.DifferentiationDifferentiating by catering to individual needs of students. Providing extra assistance where needed aswell as extension work as required. Models and examplars as well as scaffolding of materials for allstudents (e.g. vocabulary lists, graphic organisers, big 6 research guide).ResourcesMYP Unit planner review draft 23/10/2012
Reflecting and evaluatingPrior to teaching the unitHow can students use
MYP Unit planner review draft 23/10/2012 MYP unit planners-Examples for workshop use (non-official) Note: these samples were produced during the MYP workshop leader training. Some comments have been
Grade 8 MFL MYP Phase 1/2 MSL MYP Phase 2/3 (G9 - G10 Elective) Grade 9 MFL 3 MYP Phase 2/3 MSL MYP Phase 3/4 G10 Elective MA MYP4 Grade 10 MSL MYP Phase 4 MA MYP5 Grade 11 MSL DP1 IB Language B Mandarin Standard Level MA DP1 Grade 12 Grade 7 MFL MYP Phase 1 MHL MYP Phase 4 MA MYP1/2 MHL MYP Phase 4 MA MYP3 MHL MYP Phase 5 MHL MYP Phase 5 MHL DP1
Evaluating MYP unit plans 1 Introduction For use in conjunction with MYP: From principles into practice (May 2014). The unit-planning process is an essential requirement of the MYP. To develop an MYP unit plan, teachers work collaboratively to establish the purpose of the unit; define the process of teaching and learning throughFile Size: 1MBPage Count: 23
MYP Language Acquisition (French Level 1) MYP Individuals & Societies (Geography/Chicanx-Latinx Studies or Gender Studies or Ethnic Studies) MYP Sciences (Physical Science) MYP Mathematics (Advanced Algebra) MYP Arts (Beginning Band) MYP Health & Physical Education Schedule Sample 2
Performing or Visual Arts Sports Medicine/Athletic Training. Curricular Choices: 9th & 10th Resources: Classroom teachers MYP coordinator US Administration. 9th Grade Course Selection Arts MYP Music I/II MYP Orchestra I/II Drama I/II Visual Arts: 2 D Design Design MYP Computer Science Introduction MYP Design PLTW Intro to Engineering MYP .
By registering for IB MYP you agree stay in IB MYP for one semester and to abide by: DMHS IB MYP Academic Honesty Policy DMHS IB MYP Inclusion Policy DMHS IB MYP Language Policy IB MYP Assessment Policy Students who exit the program mid-year will be placed in non-honors courses. Non-SUSD courses must be approved by your counselor.
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
uses MYP year 1 criteria for 6th grade assessments and MYP Year 3 for 8th grade assessments. The assessments for 7th grade (MYP Year 2) are an age-appropriate combination of MYP Year 1 and 3 criteria used at the discretion of the subject-area teachers. All 6 Language Acquisition Phases a
adalah BHP (British Herbal Pharmacopoeia), USP (United States Pharmacopoeia), JSHM . Buku pedoman yang digunakan sebagai pegangan adalah Materia Medika Indonesia atau Farmakope Indonesia. Agar diperoleh simplisia yang tepat, sebaiknya dilakukan arsipasi simplisia sebagai standar intern atau pembanding. Mengenai pemeriksaan mutu, dalam benak kami menginginkan adanya Iaboratorium pemeriksaan .
